Tiếng anh 2 smart start u1l3a

Tiếng Anh 2 i Learn Smart Start Week Date of teaching Period 1 UNIT 1 FEELINGS Lesson 3 I Objectives After completing this lesson, students will be able to gain the following 1 Knowledge Vocabulary sc[.]

Tiếng Anh 2 i-Learn Smart Start

Week: Date of teaching:

Period: 1

UNIT 1: FEELINGS

Lesson 3

I Objectives:

After completing this lesson, students will be able to gain the following:

1 Knowledge

Vocabulary:

scared, bored, hungry, thirsty

Structures:

(Minh)'s (thirsty)

2 Language skills

Talk about how other people feel

3. Core competencies & Personal qualities

• Building up interests and good habits in learning English

• Building up awareness of taking care of others in their family or community

• Being collaborative and supportive in teamwork

• Building up responsive and independent-working characteristics to

be a life-long learner

II Teaching aids:

Teacher’s aids: student book and teacher’s book, class CDs,

flashcards, IWB software, projector/interactive whiteboard/TV

Students’ aids: Student books, notebooks, workbooks.

III Procedures:

Sing the “Phonics song”

(source: https://www.youtube.com/watch?

v=BELlZKpi1Zs)

 Teacher – whole class

Option 1:

“Who is faster?” game

 Divide the class into groups

 Arrange the flashcards on the board (nut, nose,

orange, octopus)

 Invite a student from each group to go to the

board

 Teacher says a word and the students run to

tap the right card

 Teacher – whole class

Option 2

"Pictionary" game

 Divide the class into teams

 Have a student from each team stand at the

board with a marker or a piece of chalk and tell them something to draw, e.g “nut”

 Have teams try to guess what the student from

their team is drawing

 Give the first team to guess correctly one point

 Repeat with different students

 The team that gets the most points wins

 Teacher – Whole class/ groupwork

New lesson

25’ A Listen and point Repeat (CD1 - Track 23)

 Use some pictures to introduce the feelings

 Teacher – whole class/ individuals/

 Have students listen to each new word.

 Have students listen to each new word and

repeat all together and individually Correct

student’s pronunciation if necessary

 Arrange the flashcards on the board, play audio,

and point to each flashcard

 Play audio again and have students point to the

numbers in their books

 Play audio again and have students listen and

repeat

 Play audio again and have students listen and

repeat several times

 Change the order of the flashcards, point to

them individually and have students say the

words, correct pronunciation when needed

 Have students work in pairs, one of them points

to the picture in the book and the other says the

word

Option 1:

"Word Tennis" game

 Have one student come to the front and play

with you

 Say a word from the lesson or unit, and pretend

to hit a ball to the student Have the student

respond with another word and hit it back to

you Continue until someone repeats a word or

can't go

 Divide the class into pairs and have them play

pair work

 Teacher – whole class/ pair work

with each other

 Have some pairs demonstrate the activity in

front of the class

Option 2:

“Seven lives” game

 Draw or stick seven bodies outlines on the

board

 Choose a word Draw one line on the board for

each letter in a word, for example: _ _ _ _ _ _

(hungry)

 Have students put up their hands to say a letter,

if the letter is in the word, teacher writes it on

the line If the letter is not in the word, the

teacher removes one of the bodies from the

board

 When students complete the word or lose all

seven lives the game finishes

 Teacher – whole class/ individuals

B 1 Listen and point (CD1 – Track 24)

 Have students call out the people they can see

 Have students listen and follow

 Play audio and demonstrate pointing

 Play audio Have students listen and point

2 Listen and repeat (CD1 - Track 25)

 Have students look at the useful language box

 Play audio Have students listen to the useful

language

 Have students practice the useful language

 Teacher – Whole class

 Teacher – whole class/ individuals/ pair work

C Play the "Pretend" game.

 Have students look at the example

 Have one student come to the front of the class

 Have that student show an emotion silently

 Have the other students try to guess the

emotion

 Have students swap roles and repeat

Workbook – page 12

 Have students open their books -page 12 and

have them look at the exercises of part A and B carefully

 Set up time limit by 2 minutes timer bomb

(source: https://www.youtube.com/watch?

v=NpyCI345WMM )

 Have students start reading and doing all parts

A and B When the time ends by explosion students stop doing their exercises

 Have students change their workbooks

together

 Check understanding as a whole class and give

the correct answers Then the teacher gives stamps or stickers to the whole class

 Teacher – whole class

 Teacher – whole class/ individuals/ pair work

Option 1:

Running dictation

 Stick some pictures ( happy, sad, angry,

scared ) on the walls in the class

 Have students work in pairs One runs and find

 Teacher – whole class/

the pictures around him/ her, then turn back to

his pair and tell what he/ she has seen E g

happy His/ Her friend write down the word he/

she has heard

pair work

Option 2

"Pass the card" game

 Divide the class into teams

 Have students from each team stand in a line

 Give the first student of each team a card

(scared, bored, hungry, thirsty) and say "Go."

 The students say the corresponding words and

pass the cards over their heads to the ones

behind them

 Have teams continue the game until their card

reaches the last person

 The last student in each line races to hand their

card to the teacher and says the word

 Give the first team to name their card correctly

one point

 The team that gets the most points wins

 Teacher – whole class/ groupwork